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List ofAssessment ResourcesforEnglish as a Second Language (ESL)2008

ALBERTA EDUCATION CATALOGUING IN PUBLICATION DATAAlberta. Alberta Education.List of assessment resources for English as a second language (ESL).ISBN 978–0–7785–7522–11. English language – Study and teaching – Alberta – Foreign speakers.2. English language – Study and teaching as a second language – Alberta.3. Educational tests and measurements – Alberta. I. Title.PE1128.A2 A333 2008372.6521For further information, contact:Alberta EducationCurriculum Branch8th Floor, 44 Capital Boulevard10044 – 108 Street NWEdmonton, Alberta T5J 5E6Telephone: 780–427–2984 in Edmonton or toll-free in Alberta by dialling 310–0000Fax: 780–422–3745The primary audience for this document t 2008, the Crown in Right of Alberta, as represented by the Minister of Education. AlbertaEducation, Curriculum Branch, 8th Floor, 44 Capital Boulevard, 10044 – 108 Street NW, Edmonton,Alberta, Canada, T5J 5E6.Every effort has been made to provide proper acknowledgement of original sources. If cases areidentified where this has not been done, please notify Alberta Education so appropriate corrective actioncan be taken.Permission is given by the copyright owner to reproduce this document for educational purposes and on anonprofit basis, with the exception of materials cited for which Alberta Education does not owncopyright.

Executive SummaryClassroom teachers, specialists and school principals will find this “List of Assessment Resourcesfor English as a Second Language (ESL)” useful for determining the level of instruction for newstudents, measuring student growth, communicating about student learning, and for applying forESL funding and for special considerations on Provincial Achievement Tests and DiplomaExaminations.The resources are listed in the Table of Contents. Useful information about each resource isincluded in “ESL Assessment Resources—At a Glance.” In the pages that follow, each resourceis described in detail and rated according to 12 evaluation criteria with accompanying reviewercomments.This list of resources was prepared for Alberta Education by a committee of teachers workingunder the auspices of the Alberta Assessment Consortium. The list will be included in an ESLassessment handbook, which is in development.List of Assessment Resources for English as a Second Language (ESL) Alberta Education, Alberta, Canada/ iii2008

iv /2008List of Assessment Resources for English as a Second Language (ESL) Alberta Education, Alberta, Canada

Table of ContentsExecutive Summary .iiiESL Assessment Resources—At a Glance .viiESL Assessment Resources—Critical Reviews .1Basic Reading Inventory: Pre-primer through Grade Twelve andEarly Literacy Assessments .3Canadian Test of Basic Skills (CTBS) Form K .7CARA—Canadian Adult Reading Assessment .11Cooter/Flynt/Cooter Comprehensive Reading Inventory (2006) .15Developmental Reading Assessment DRA 2, K–3 Kit .19Diagnostic Reading Program .23Expressive One-word Picture Vocabulary Test, 3rd Edition (2000) .27Gates–MacGinitie Reading Tests, Canadian 2nd Edition (1992) .31IDEA Proficiency Test (IPT) 2002 .35Language Proficiency Test Series (LPTS) 1999, 2000 .39LaRue Reading Skills Assessment for Preliterate Students .43Lexical Tutor .47MAC II Test of English Language Proficiency .51MacArthur–Bates Communicative Development Inventory (CDI) .56rdPeabody Picture Vocabulary Test, 3 Edition (1997) .59PM Benchmarks Kits 1 and 2 .63Pre-LAS 2000; and LAS (Language Assessment Scale) I and II (1990),Three Kits: Pre–LAS (Pre-K–K), LAS/O–I (Grades 1–6), LAS/O–II(Grades 7–12) .67Receptive One-word Picture Vocabulary Test: ROWPVT 2000 Edition .72Rigby ELL Assessment Kit .76SLEP—Secondary Level English Proficiency .80TONI 3—Test of Non-verbal Intelligence .85Vocabulary Levels Test (VLT), 2000 words .89Wechsler Non-verbal Scale of Ability .93Woodcock–Munoz Language Survey—Revised (WMLS-R) 2005 .97List of Assessment Resources for English as a Second Language (ESL) Alberta Education, Alberta, Canada/v2008

vi /2008List of Assessment Resources for English as a Second Language (ESL) Alberta Education, Alberta, Canada

Reading,viewingK–12All studentsXXXXTest (paper andpencil)Performance TaskK–12All studentsXXX9–AdultAll studentsPre-literateAll studentsXXPerformance TaskPerformance TaskPerformance TaskOralCommunication(speaking)1–12IK–3IAll students1–6All studentsXXXK–12All ons*XXXXXXXXXXXXXXXXX* Qualifications Key: Level A Tests: No formal training in testing is required. Examiner must have a B. Ed and currently be a teacher or a consultant with informal training in theuse of a particular assessment.Level B Tests: Require formal training in assessment and testing principles. At least one undergraduate course in assessment is required.Level C Tests: These are restricted tests that require professional qualifications at a graduate level. It is expected that an individual administering andinterpreting Level C tests will be eligible for registration as a Chartered Psychologist in Alberta.List of Assessment Resources for English as a Second Language (ESL) Alberta Education, Alberta, Canada/ vii2008*Level CSpeaking,listeningBasic Reading Inventory:Pre-primer through Grade12 and Early LiteracyAssessments by JerryL. Johns (I)Canadian Test of BasicSkills (CTBS) Form K (G)CARA—Canadian AdultReading Assessment (I)Cooter/Flynt/CooterComprehensive ReadingInventory (2006)Developmental ReadingAssessment (DRA2),K–3 KitDiagnostic ReadingProgram (I)Expressive One-wordPicture Vocabulary Test,3rd Edition (2000) (I)Purpose*Level BAcademicvocabularyPerformance TaskWhat It Measures*Level ATargetGroupAchievementAge/gradeAssessment TypeFormativeTool / StrategyIndividuals (I) Groups (G)ConversationalvocabularyESL Assessment Resources—At a Glance

OralCommunication(listening)Performance Taskviii /2008All studentsXXPre-K–12ESLstudentsXXXXLanguage Proficiency TestSeries (LPTS) 1999, 2000(I, G)K–12ESLstudentsXXXLaRue Reading SkillsAssessment for PreliterateStudents (I, G)Lexical Tutor (I, G)1–12Pre-literateESLXX5–12All studentsXXMAC II Test of EnglishLanguage Proficiency veDevelopment Inventory(CDI) (I)Peabody PictureVocabulary Test , 3rdEdition 1997 (I)PM Benchmarks, Kits 1 &2 (I)Pre-K–1All studentsXK–12All studentsXK–6All studentsXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXX* Level ,listeningXXXQualifications*XXXXXXXXXXList of Assessment Resources for English as a Second Language (ESL) Alberta Education, Alberta, Canada* Level C1–12Purpose* Level BGates–MacGinitie ReadingTests, Canadian, 2ndEdition, 1992 (G)IDEA Proficiency Test(IPT) 2002 (I, G)What It MeasuresDiagnosticWrittenCommunication(Web site)ComprehensiveTest (performanceand paper prehensiveTest (performanceand paper andpencil)ComprehensiveTest (performanceand paper andpencil)Performance TaskAge/gradeAcademicvocabularyTest (paper andpencil)Tool / StrategyIndividuals (I) Groups (G)ConversationalvocabularyAssessment Type

XXXXK–5ESLstudentsXXXXSLEP—Secondary LevelEnglish Proficiency (G)TONI 3—Test ofNon-Verbal Intelligence (I)7–12XXX1–12ESLstudentsAll studentsVocabulary Levels Test(VLT) 2000 words (I)Wechsler Non-verbal Scaleof Ability (I)4–12All studentsXK–12All studentsK–12ESLstudentsWoodcock–MunozLanguage Survey –Revised (WMLS–R) 2005(I)XXXXXXXXXXXXXXXXXXList of Assessment Resources for English as a Second Language (ESL) Alberta Education, Alberta, CanadaXXXXXXX* Level CAll studentsX* Level BK–12X* Level tivefunctioningWriting,representingVisual andNon-verbalCommunicationTest (paper andpencil)Visual andNon-verbalCommunicationPerformance TaskPre-K–12What It MeasuresReading,viewingTest (Web site)Pre-LAS 2000; and LAS(Language AssessmentScale) I and II (1990),Three Kits: Pre-LAS(PreK–K), LAS/O–I(Grades 1–6), LAS/O–II(Grades 7–12)\ (I, G)Receptive One-WordPicture Vocabulary Test:ROWPVT 2000 Edition(I)Rigby ELL Assessment ication(listening andreading)Performance TaskAge/gradeAcademicvocabularyComprehensiveTest (performanceand paper andpencil)Tool / StrategyIndividuals (I) Groups (G)ConversationalvocabularyAssessment TypeXXXXXXXXX/ ix2008

ESL Assessment Resources—Critical ReviewsList of Assessment Resources for English as a Second Language (ESL) Alberta Education, Alberta, Canada/12008

2/2008List of Assessment Resources for English as a Second Language (ESL) Alberta Education, Alberta, Canada

Resource: Basic Reading Inventory: Pre-primer through Grade Twelve andEarly Literacy AssessmentsName:Basic Reading Inventory:Pre-primer through Grade Twelve andEarly Literacy AssessmentsPublisher:Dubugue, IA: Kendall/Hunt Publishing Co, 9thEdition, 2005.http://www.kendallhunt.com/index.cfmLearner Profile:All studentsAge/Grade Cluster:K–12Time to Administer:10–20 minute sittingsIntended Purpose:For a given text, identify a student’s level of reading as independent, instructional or frustration.Helps teachers gain insight into students’ reading behaviours, reading strategies, and strengthsand weaknesses in comprehension.Components:Resource book (paperback). Optional components: Multimedia CD–ROMs with video clips,book lists, masters, tracking software; training DVD; strategies and resources handbook;targeted reading handbook—an in-service tool that explains the reading process anddemonstrates how content teachers can improve achievement for all students.Assessment Sections:Graded word lists, reading passages with large print for students, observation guides, teacherrecord sheets and miscue analysis grids.Overview and Comments:This is an individually administered informal reading test that can be administered by classroomteachers and other professionals. Administration of the test requires minimal preparation onceteachers have become familiar with the process. Support materials provide ideas for the fullrange of learners, from the most challenged to the most advanced.List of Assessment Resources for English as a Second Language (ESL) Alberta Education, Alberta, Canada/32008

Key321NHow well is the criterion demonstrated?very wellwellmarginallynot evidentCriteria1. Reflects practices that are congruent with the most current philosophicalthinking, experience and research with respect to assessment,particularly ESL:3X21NReviewer Comments:Resource is updated regularly– now in its ninth edition. The assessment strategies are builton students doing real reading, and teacher observation and analysis. Based on soundresearch and experience.2. Addresses one or more of the language arts or experiences critical forESL students:conversational vocabularyacademic vocabularyspeakingreadingwritinglisteningviewing and/or representingadaptive functioningintelligenceother (specify)YesXXXXNoXXXXXReviewer Comments:Provides insights and strategies that are applicable to struggling readers, including ESLstudents.3. Appropriate for ESL students (language and culture):XReviewer Comments:Provides three different passages for each grade, so teachers can select the mostappropriate texts to use with specific students.4/2008List of Assessment Resources for English as a Second Language (ESL) Alberta Education, Alberta, Canada

Criteria4. Can be adapted to the full range of ESL students; e.g., special needs, noformal schooling:3X21NReviewer Comments:The collection includes early literacy assessments for children who are not yet readingthrough to Grade 12 passages. Teachers should be able to find material with applicabilityfor most learners.5. Enables students to demonstrate what they know and can do:engagingmultiple formatsvariety of modes ofresponseavailable in other languages:Spanish (K–4)other (specify)Yes NoXXXXReviewer Comments:Reading passages are intended to be of high interest. Teacher may assess comprehensionby asking questions, using retelling or combining retelling with questions. A Spanishversion is available for K–4.6. Includes clear and sufficient guidelines and directions for administrationand interpretation of results:XReviewer Comments:There is a lot of teacher support. The format is organized and clear; the content isrelatively easy to understand and implement.7. Provides information that contributes to student learning, either directlyto the student or indirectly through informing the teacher’s feedback,planning and instruction:XReviewer Comments:This resource is valuable to classroom teachers, reading specialists, and other professionalsand paraprofessionals, because the assessment information can be translated into supportfor students in a timely and relevant manner. It helps teachers provide students withmaterials at a reading level that is appropriate for their skill level.List of Assessment Resources for English as a Second Language (ESL) Alberta Education, Alberta, Canada/52008

Criteria8. Yields results that are understandable to teachers, who can in turninterpret them to administrators, students, parents, counsellors,psychologists and other people involved in a student’s education:321NReviewer Comments:Results help support the daily instructional decisions teachers make and provide evidencefor those decisions. The resource provides guidance to teachers in interpreting results.9. Includes components that allow for tracking student performance overtime, relative to stated proficiency standards:XReviewer Comments:There are blackline masters and electronic tracking systems for the teacher to use or adapt.Connections to proficiency standards have not been built into the program but can bemade.10. Is relevant to the Alberta context—demographics and cultural diversityof ESL students:XReviewer Comments:Many of the passages contain content specific to the United States, especially at the highergrade levels.11. Is relevant and links to the Alberta context—curriculum and programsof study:XReviewer Comments:Compatible with the essence of the reading and reading comprehension outcomes inAlberta curricula.12. Is cost- and time-effective to use in Alberta classrooms:Reviewer Comments:This product is cost-effective because it is an individually administered informal readingtest. The time for administration is a challenge, although with practice, teachers find itfairly easy to administer and interpret.6/2008List of Assessment Resources for English as a Second Language (ESL) Alberta Education, Alberta, Canada

Resource: Canadian Test of Basic Skills (CTBS) Form KName:Canadian Test of Basic Skills (CTBS)Form K – Reading SubtestPublisher:Scarborough, ON: Nelson arner Profile:All studentsAge/Grade Cluster:Grades K–12Time to Administer:35–50 minutesIntended Purpose:To identify a student’s level of achievement in reading comprehension.Components:Teacher directions, guides for scoring, student booklets and answer sheets.Assessment Sections:CTBS produces tests in the areas of vocabulary, reading, language, sources of information,mathematics, science, maps and diagrams. The specific test being reviewed and recommendedfor this project is reading/reading comprehension.Overview and Comments:This is a group-administered paper-and-pencil classroom assessment. Results demonstratewhether or not students are making expected progress and indicate which students may benefitfrom further one-on-one testing. Results also help schools identify students who are at risk orgifted.List of Assessment Resources for English as a Second Language (ESL) Alberta Education, Alberta, Canada/72008

KeyHow well is the criterion demonstrated?very wellwellmarginallynot evident321NCriteria1. Reflects practices that are congruent with the most current philosophicalthinking, experience, and research with respect to assessment,particularly ESL:321XNReviewer Comments:Uses a multiple-choice format, which is difficult for many students, and may be anunfamiliar format for some of the ESL students.2. Addresses one or more of the language arts or experiences critical for ESL students:conversational vocabularyacademic vocabularyspeakingreadingwritinglisteningviewing and/or representingadaptive functioningintelligenceother (specify)YesXXNoXXX**XXXXX** illustrations are presented in the lowerlevels onlyReviewer Comments:The reading passages parallel typical reading texts that students encounter in a variety ofschool and recreational reading situations.3. Appropriate for ESL students (language and culture):XReviewer Comments:The publisher has represented a cross-section of cultures in the texts; however, informationis presented from a North American point of view.8/2008List of Assessment Resources for English as a Second Language (ESL) Alberta Education, Alberta, Canada

Criteria4. Can be adapted to the full range of ESL students; e.g., special needs, noformal schooling:321XNReviewer Comments:As presented, the test would not be applicable to the full range of students. If the test isbeing used as a classroom assessment, teachers could modify the standardized directionsfor administration; e.g., by reading the material to the student and scribing answers for thestudent.5. Enables students to demonstrate what they know and can do:Yes NoengagingXmultiple formatsXvariety of modes of responseXavailable in other languagesX(specify)other (specify)XThe passages are reasonably interestingand the questions reflect a range ofcomprehension skills; e.g., identify,associate, infer, synthesize and generalize.Reviewer Comments:For students who are able to read, this test does an adequate job of measuring their currentlevel of achievement at a particular point in time during the school year.6. Includes clear and sufficient guidelines and directions for administrationand interpretation of results:XReviewer Comments:Very thorough directions for administration are provided. The interpretations of resultsprovided by the publisher are based on grade equivalent scales and norms booklets. Fieldtrials were administered to Canadian students.7. Provides information that contributes to student learning, either directly tothe student or indirectly through informing the teacher’s feedback,planning and instruction:XReviewer Comments:The information derived from this test is primarily for the teacher. Teachers can use theresults to make decisions about grouping and supporting students and instructionalemphases and the need for resources, and as part of a body of evidence for reporting toparents about a student’s achievement and progress.List of Assessment Resources for English as a Second Language (ESL) Alberta Education, Alberta, Canada/92008

Criteria8. Yields results that are understandable to teachers, who can in turninterpret them to administrators, students, parents, counsellors,psychologists and other people involved in a student’s education:321NReviewer Comments:The results are reliable; however, there is a great deal of misinterpretation of the meaningof grade equivalents by teachers, which can lead to misunderstanding by parents.9.Includes components that allow for tracking student performance overtime, relative to stated proficiency standards:XReviewer Comments:Student profile charts for tracking student performance over time are available from thepublisher.10. Is relevant to the Alberta context—demographics and cultural diversityof ESL students:XReviewer Comments:This is a generic test based on the Iowa Test of Basic Skills, which is published in theUnited States. It has been adapted for a cross-Canada audience by representatives fromseveral provinces. The topics are not specific to an Alberta context, but are generallyrepresentative of texts studied in Alberta classrooms.11. Is relevant and links to the Alberta context—curriculum and programs ofstudy:XReviewer Comments:The reading/reading comprehension subtests measure specific learner outcomes from theprovincial language arts program of studies.12. Is cost- and time-effective to use in Alberta classrooms:Reviewer Comments:The costs are fairly reasonable. Many of the materials for teachers and older students canbe reused until there is a newer edition published. The consumable student booklets foryounger students would incur an annual cost, so these students can put their answersdirectly into a booklet and not onto an answer sheet.10 /2008List of Assessment Resources for English as a Second Language (ESL) Alberta Education, Alberta, Canada

Resource: CARA—Canadian Adult Reading AssessmentName:CARA — Canadian Adult ReadingAssessmentPublisher:Edmonton AB: Cross Roots earner Profile:High school students, adults, diverseCanadian populations including ESL; canalso be used with all levels includingstudents with limited formal schoolingAge/Grade Cluster:Grade 9–adultTime to Administer:30 minutesIntended Purpose:Informal Reading Inventory for Adults allows for structured diagnostic observations of silentand oral reading performance. Scores are derived primarily from students’ comprehension.Components:Student assessment booklet, instructor’s manual and CD–ROM.Assessment Sections:Description of CARA; how to administer and score; interpretation of CARA; graded word list,passages, and comprehension questions (there are four informational passages and two narrativepassages per level); and information about technical development of CARA.Overview and Comments:The norm group came from adult basic education programs in colleges and community basedprograms. It matches the Canadian language benchmarks 1–9.There are a variety of topics, including Fry and Dale–Chall readability formulas. Includes priorknowledge and level of interest scale. Retelling section provides acceptable answers for eachquestion.List of Assessment Resources for English as a Second Language (ESL) Alberta Education, Alberta, Canada/ 112008

KeyHow well is the criterion demonstrated?very wellwellmarginallynot evident321NCriteria1. Reflects practices that are congruent with the most current philosophicalthinking, experience and research with respect to assessment, particularlyESL:3X21NReviewer Comments:Canadian norms include immigrant and First Nations, Métis and Inuit (FNMI) students.2. Addresses one or more of the language arts or experiences critical for ESL students:Yesconversational vocabularyacademic vocabularyspeakingreadingwritinglisteningviewing and/or representingadaptive functioningintelligenceother: prior knowledgeNoXXXXXXXXXXReviewer Comments:No comments.3. Appropriate for ESL students (language and culture):XReviewer Comments:While norms do include immigrant students and FNMI, the cultural references may beproblematic for some. It offers insight into the language and cultural challenges the studentfaces. It also assesses prior knowledge and level of interest.4. Can be adapted to the full range of ESL students; e.g., special needs, noformal schooling:XReviewer Comments:For high school students only. Could have more easy passages for the lower readers.12 /2008List of Assessment Resources for English as a Second Language (ESL) Alberta Education, Alberta, Canada

Criteria5. Enables students to demonstrate what they know and can do:321NYes NoXXXengagingmultiple formatsvariety of modes ofresponseavailable in other languages(specify)Other prior knowledgeXXReviewer Comments:No comments.6. Includes clear and sufficient guidelines and directions for administrationand interpretation of results:XReviewer Comments:It is easy to use.7. Provides information that contributes to student learning, either directlyto the student or indirectly through informing the teacher’s feedback,planning and instruction:XReviewer Comments:This is good feedback regarding reading comprehension level, prior knowledge and level ofinterest.8. Yields results that are understandable to teachers, who can in turninterpret them to administrators, students, parents, counsellors,psychologists and other people involved in a student’s education:Reviewer Comments:The information provided could be easily understood by most people, educators,psychologists and family numbers. It is good information for sharing related to readingachievement, prior knowledge and interest.9. Includes components that allow for tracking student performance overtime, relative to stated proficiency standards:XReviewer Comments:Could be done every six to 12 months to see growth.List of Assessment Resources for English as a Second Language (ESL) Alberta Education, Alberta, Canada/ 132008

Criteria10. Is relevant to the Alberta context—demographics and cultural diversityof ESL students:3X21NReviewer Comments:It was developed in Edmonton, field-tested with a diverse population, and used in Calgaryto assess Level 1 high school students.11. Is relevant and links to the Alberta context— curriculum and programsof study:XReviewer Comments:There is a very good match of reading topics with Alberta curriculum, and there is a strongCanadian content.12. Is cost- and time-effective to use in Alberta classrooms:Reviewer Comments:It is relatively inexpensive, designed for individual administration and quick and easy toadminister.14 /2008List of Assessment Resources for English as a Second Language (ESL) Alberta Education, Alberta, Canada

Resource: Cooter/Flynt/Cooter Comprehensive Reading Inventory (2006)Name:Cooter/Flynt/Cooter ComprehensiveReading Inventory: Measuring ReadingDevelopment in Regular and SpecialEducation Classrooms by Robert Cooter,E. Flynt and Kathy CooterPublisher:Newmarket, ON: Pearson CanadaLearner Profile:Students at risk of reading failure.Age/Grade Cluster:Grades sp?item 100000000105073Time to Administer:30–45 minutes (per individual)Intended Purpose:To determine reading placement of a student. Provides insights into the reading development,word identification and story/content comprehension ability.Components:Teacher’s manual that includes oral/silent reading passages, audiocassette and examinersprotocol.Assessment Sections:Silent reading selections, oral reading selections, miscue analysis and listening comprehension.Overview and Comments:This is a reading assessment tool for Grade 1 to Grade 12 students, with no correlation toEnglish proficiency standards. Some story selections are not culturally relevant or appropriatefor ESL students. Caution must be used when selecting appropriate reading selections.List of Assessment Resources for English as a Second Language (ESL) Alberta Education, Alberta, Canada/ 152008

KeyHow well is the criterion demonstrated?very wellwellmarginallynot evident321NCriteria1. Reflects practices that are congruent with the most current philosophicalthinking, experience and research with respect to assessment, particularlyESL:321NXReviewer Comments:Reflects practices congruent with reading assessment, but not inclusive of ESL assessment.2. Addresses one or more of the language arts or experiences critical for ESL students:Yesconversational vocabularyacademic vocabularyspeakingreadingwritinglisteningviewing and/or representingadaptive functioningintelligenceother (specify)NoXXXXXXXXXReviewer Comments:No comments.3. Appropriate for ESL students (language and culture):XReviewer Comments:Appropriate for intended target group, with cautions for ESL students, especially with storyselection. Caution and care must be taken when choosing selections appropriate for ESL,due to lack of relevant cultural context.4. Can be adapted to the full range of ESL students; e.g., special needs, noformal schooling:XReviewer Comments:Not appropriate for Level 1 or 2 ESL students or students with limited formal schooling.16 /2008List of Assessment Resources for English as a Second Language (ESL) Alberta Education, Alberta, Canada

Criteria5. Enables students to demonstrate what they know and can do:engagingmultiple formatsvariety of modes ofresponseavailable in other languages(specify)ot

Woodcock–Munoz Language Survey—Revised (WMLS-R) 2005 . 97 . vi / List of Assessment Resources for English as a Second Language (ESL) 2008 Alberta Education, Alberta, Canada. List of Assessment Resources for English as a Second

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